Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: a,c,e....
What understandings are desired?
Students will understand that:(U)
•the relationship between the American colonies and England was filled with tension.
•there was a generational gap that brought on new ways of thinking and strained the relationship with England.
•the culture then, although different from today, helped create our great culture today.
What essential questions will be considered?
Essential Questions:(Q)
•Why did the colonists feel they were being mistreated?
•How did women play a role in Pre-Revolutionary America?
•How did the culture then, help develop our culture today?
What key knowledge and skills will students acquire as a result of this unit?
Students will know:(K)
Students will be able to:(S)
•Important People (John Adams, Samuel Adams, Samuel Dawes, Paul Revere, Robert Walpole, Thomas Hutchinson, James Townshend, and Ben Franklin.)
•Sequence and Timelines (Salutary Neglect-Thomas Hutchinson, Stamp Act- Lexington and Concord)
•Key Factual Information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.)
•justify the colonists feelings of unfairness
•make sense of why we celebrate holidays like the 4th of July.
•exhibit the changing relationship between the colonists and England
•analyze the relationship between the colonies and England
•role Play the Boston Tea Party
•recognize the culture of Pre-Revolutionary America developed our culture today
Stage 1 - Identify Desired Results
Content Area: Social Studies
Standard Label: E. History
Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.
Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: a,c,e....
What understandings are desired?
•there was a generational gap that brought on new ways of thinking and strained the relationship with England.
•the culture then, although different from today, helped create our great culture today.
What essential questions will be considered?
•How did women play a role in Pre-Revolutionary America?
•How did the culture then, help develop our culture today?
What key knowledge and skills will students acquire as a result of this unit?
•Sequence and Timelines (Salutary Neglect-Thomas Hutchinson, Stamp Act- Lexington and Concord)
•Key Factual Information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.)
•make sense of why we celebrate holidays like the 4th of July.
•exhibit the changing relationship between the colonists and England
•analyze the relationship between the colonies and England
•role Play the Boston Tea Party
•recognize the culture of Pre-Revolutionary America developed our culture today
2004 ASCD and Grant Wiggins and Jay McTighe.